WELCOME 2019 Special Education Data Summit

slide1. WELCOME
2019
Special Education Data Summit Presented by Dr. Jody A Fields, Director
IDEA Data & Research, UA Little Rock
jafields@ualr.edu<br>
slide2. Housekeeping Please MUTE your phones
If you need to take a call go out of the room
Keep the side conversations to a minimum
Log into KAHOOT.it
Crenisha will give us the pin number
We will be playing trivia throughout the presentation with prizes<br>
slide3. What do we do with all the data LEAs submit? Presented by:
Jody A. Fields, Ph.D.
2019 Special Education Data Summit, August 21, 2019
Holiday Inn Airport Conference Center, Little Rock, AR<br>
slide4. Where did those numbers come from? eSchool
MySped Resource
Monitoring Findings
Finance
Dispute Resolution (complaints/hearings)
Etc…<br>
slide5. Collecting and reporting data can be tedious and often dispassionate work, but the task is not without ramifications.<br>
slide6. Accurate data is vital to the collection process.

One needs to understand the data being requested;
Who collects the data; and
Where the data can be found<br>
slide7. Every aspect of our lives is the subject of some data collection.
Do you live in a urban, suburban, or rural community
Wages
Watching TV
Type of vehicle you drive
Employment Status
Being born…dying<br>
slide8. Every dataset collected has its own process.
What is being collected?
How is it being collected?
Parent registering their child for school would include demographic data
Who is collecting the information?
Is there a set form so the collection is uniform across buildings?
Has the person been trained on collecting the information?
Does the person understand what is being collected<br>
slide9. Every dataset collected has its own process.
Where is that information stored?
Paper/Electronic
Who keeps the paper file?
Who enters the information into the electronic system?
Is it someone different than the person collecting the data?
Has that person been trained to use the electronic system
When is the data submitted?
Cycle 2-7
CRDC – Civil Rights Data Collection
Family Surveys<br>
slide10. THE 4 C’s of TIMELY AND ACCURATE DATA SUBMISSIONS<br>
slide11. DATA SUMMIT OBJECTIVES Objective of this Data Summit is to provide LEAs with a better understanding of
Where the data comes from
How the data are collected at the State level
How the data LEAs submit are used in various reporting requirements<br>
slide12. Trivia 1 Which two sections of IDEA requires reporting of data.
Section 616 and 618
Section 613 and 616
Section 619 and 618
Section 611 and 619<br>
slide13. Federal Reporting Requirements in IDEA Section 618: Section 618 of the Individuals with Disabilities Education Act (IDEA) requires that each state submit data about the infants and toddlers, birth through age 2, who receive early intervention services under Part C of IDEA and children with disabilities, ages 3 through 21, who receive special education and related services under Part B of IDEA.

Section 616 (b): Section 616(b) of the Individuals with Disabilities Education Act (IDEA) requires that each state submit a State Performance Plan with rigorous targets and submit an Annual Performance Report based on the targets<br>
slide14. IDEA Section 618 Federal Reporting Requirements School Age Child Count and Educational Environment
Early Childhood Child Count Educational Environment
School Age MOE/CEIS
School Age Exits
School Age and Early Childhood Special Education Personnel
School Age and Early Childhood Special Education Discipline
Dispute Resolution
Statewide Assessment<br>
slide15. Trivia 2 Which data sets are due to the US Department of Education on the first Wednesday in April?
Child Count and Environment
Child Count, Environment, and Personnel
School Age MOE/CCEIS
Personnel<br>
slide16. IDEA Section 618 Federal Reporting Requirements First Wednesday in April
School Age Child Count and Educational Environment
Early Childhood Child Count Educational Environment
First Wednesday in May
School Age MOE/CEIS
First Wednesday in November
School Age Exits
School Age and Early Childhood Special Education Personnel
School Age and Early Childhood Special Education Discipline
Dispute Resolution
Mid-December
Statewide Assessment<br>
slide17. IDEA Section 618 Federal Reporting Requirements Cycle 4
School Age Child Count and Educational Environment
Early Childhood Child Count Educational Environment
School Age and Early Childhood Special Education Personnel
Cycle 7
School Age Exits
School Age and Early Childhood Special Education Discipline
Dispute Resolution
School Age MOE/CCEIS
Assessment is post-appeal data finalized in Fall.<br>
slide18. School Age Child Count and Environments Data Sources:
SIS Cycle 4 submission period December 1-15
Source Data: eSchool, MySped Resource (non-eSchool State Agencies)
Data is based on special education module’s entry date.

Submitted at the State, District, and School Building level

Federal submission deadline: First Wednesday in April<br>
slide19. Early Childhood Child Count and Environments Data Sources:
SIS Cycle 4 submission period December 1-15
Source Data: eSchool
Data is based on special education module’s entry/withdrawal dates.

Submitted at the State and District level

Federal submission deadline: First Wednesday in April<br>
slide20. School Age Maintenance of Effort/Coordinated Early Intervening Services Data Sources:
SIS Cycle 7 submission period June 1-15.
Early Intervening Services Module in eSchool (students served)
ADE Finance 619 and 611 Allocations
Special Education Finance amounted budgeted for CCEIS/CEIS
APR Determinations
Child Count

Federal submission deadline: First Wednesday in May<br>
slide21. School Age Maintenance of Effort/Coordinated Early Intervening Services This report is submitted at the District level and includes the following
State allocation for each district for the past two years includes a breakdown between 611 (school age) and 619 (early childhood) funds
Annual Performance Report Determinations and year of data used
District flags for a reduction of state and/or local funds
MOE determination status; did the district meet MOE; were non-federal funds returned; amount of non-federal funds returned.
District flags for mandated CEIS and Voluntary CEIS
Area of Disproportionality (Identification, Disability, Educational Placement, and/or Discipline) if mandated district
District budgeted amount for CEIS
Mandated must equal 15% of allocation (611 and 619)
Voluntary up to 15% of allocation
Number of students served under CEIS (mandated and voluntary)
Number of students served during the last 3 years who were placed into Special Education<br>
slide22. School Age Exits Data Sources:
SIS Cycle 7 submission period June 1-15.
School age module in eSchool and MySped Resource for non-eSchool state agencies
Students ages 14-21
Submitted at the State and District level

Federal submission deadline: First Wednesday in November<br>
slide23. School Age & Early Childhood Personnel Data Sources:
SIS Cycle 4 submission period December 1-15.
Special Education Employee module in eSchool and MySped Resource for non-eSchool state agencies

Federal submission deadline: First Wednesday in November.
Three files are submitted at the state and district levels
Teachers: fully certified/not fully certified by EC and SA
Paraprofessionals: fully certified/not fully certified by EC and SA
Related Service Providers: fully certified/not fully certified by EC and SA<br>
slide24. Trivia 3 Besides the assessment files, which data set(s) is submitted at the building level?
Early Childhood Child Count and Environment
Personnel
School age Child Count and Environment
All data sets<br>
slide25. School Age and Early Childhood Discipline Data Sources:
SIS Cycle 7 submission period June 1-15.
eSchool Discipline module and MySped Resource for non-eSchool state agencies

Federal submission deadline: First Wednesday in November.
Five files are submitted at the state and district level
Removal to Interim Alternative Educational Setting
Suspension/Expulsion (ISS and OSS, > 10 days, 10 days or less)
Reasons for Unilateral Removals (guns, drugs, etc)
Disciplinary Removals
Total Disciplinary Removals<br>
slide26. Statewide Assessment Data Source: Post-appeal cleaned data for the Office of Innovation in Education at UA- Fayetteville
Contractor for ADE to handle assessment data from start through appeals and accountability
APSIRE, DLM

Federal submission deadline: Mid-December for the CSPR Part I
Six files are submitted at the state, district and school level for Math, ELA, and Science, respectfully.
Each subject has a participation and performance file.<br>
slide27. Trivia 4 How many indicators are reported on the Local Education Agency (LEA) Annual Performance Report?
9
15
11
17<br>
slide28. Section 616 of IDEA SEC. 616. <<NOTE: 20 USC 1416.>> MONITORING, TECHNICAL ASSISTANCE, AND ENFORCEMENT.
(b) State Performance Plans.--
(1) Plan.—
(A) …each State shall have in place a performance plan that evaluates that State's efforts to implement the requirements and purposes of this part and describes how the State will improve such implementation.
(B) Submission for approval.--Each State shall submit the State's performance plan to the Secretary for approval in accordance with the approval process described in subsection (c).
(C) …Review.--Each State shall review its State performance plan at least once every 6 years and submit any amendments to the Secretary.<br>
slide29. Section 616 of IDEA (2) Targets.--
(A) In general.--As a part of the State performance plan described under paragraph (1), each State shall establish measurable and rigorous targets for the indicators established under the priority areas described in subsection (a)(3).
(B) Data collection.--
(i) In general.--Each State shall collect valid and reliable information as needed to report annually to the Secretary on the priority areas described in subsection (a)(3).
(ii) Rule of construction.--Nothing in this title shall be construed to authorize the development of a nationwide database of personally identifiable information on individuals involved in studies or other collections of data under this part.<br>
slide30. Section 616 of IDEA (2) Targets.--
(C) Public reporting and privacy.--
(i) In general.--The State shall use the targets established in the plan and priority areas described in subsection (a)(3) to analyze the performance of each local educational agency in the State in implementing this part.
(ii) Report.—
(I) Public report.--The State shall report annually to the public on the performance of each local educational agency located in the State on the targets in the State's performance plan. The State shall make the State's performance plan available through public means, including by posting on the website of the State educational agency, distribution to the media, and distribution through public agencies.
(II) State performance report.-- The State shall report annually to the Secretary on the performance of the State under the State's performance plan.
(iii) Privacy.--The State shall not report to the public or the Secretary any information on performance that would result in the disclosure of personally identifiable information about individual children or where the available data is insufficient to yield statistically reliable information.<br>
slide31. Trivia 5 Which 4 related indicators total 30 when you sum up their indicator numbers?
Indicators 1, 2, 13, 14
Indicators 1, 3, 12, 14
Indicators 2, 4, 10, 14
Indicators 2, 4, 11, 13<br>
slide32. Indicator 1: Graduation Results indicator: Percent of youth with IEPs graduating from high school with a regular diploma. (20 U.S.C. 1416 (a)(3)(A))

Calculation:
The four-year graduation rate follows a cohort, or a group of students, who begin as first-time 9th graders in a particular school year and who graduate with a regular high school diploma in four years or less.
The cohort is "adjusted" by adding any students transferring into the cohort and by subtracting any students who transfers out, emigrate to another country, or die during the years covered by the rate.
Students can be identified into a subcategory anytime in their high school years.<br>
slide33. Indicator 1: Graduation Historical Data and Targets FFY 2017 SPP/APR Data<br>
slide34. Indicator 2: Dropout Results indicator: Results indicator: Percent of youth with IEPs dropping out of high school. (20 U.S.C. 1416 (a)(3)(A))

Calculations:
Option 1: States must report a percentage using the number of youth with IEPs (ages 14-21) who exited special education due to dropping out in the numerator and the number of all youth with IEPs who left high school (ages 14-21) in the denominator. (Cycle 7 Data)

Option 2: Use the annual event school dropout rate for students leaving a school in a single year determined in accordance with the National Center for Education Statistic's Common Core of Data. Data for this indicator are “lag” data. Describe the results of the State’s examination of the data for the year before the reporting year (e.g., for the FFY 2013 APR, use data from 2012-2013), and compare the results to the target. (Cycle 3 Data)<br>
slide35. Indicator 2: Dropout Historical Data and Targets FFY 2013 SPP/APR Data<br>
slide36. Trivia 6 Early childhood has how many indicators reported in the LEA APR Report?
2
6
1
7<br>
slide37. Indicator 3: Assessment Results indicator: Participation and performance of children with IEPs on Statewide assessments:

Participation rate for children with IEPs.
Proficiency rate for children with IEPs against grade level, modified and alternate academic achievement standards.<br>
slide38. Indicator 3B: Participation Rate for Children with IEPs Percent of the children with IEPs participating in the statewide assessment

Provide separate reading/language arts and mathematics participation rates, inclusive of all ESEA grades assessed (3-8 and high school), for children with IEPs. Only include children with disabilities who had an IEP at the time of testing.

Calculation: Participation rate percent = [(# of children with IEPs participating in an assessment) divided by the (total # of children with IEPs enrolled during the testing window, calculated separately for reading and math)].

The participation rate is based on all children with IEPs, including both children with IEPs enrolled for a full academic year and those not enrolled for a full academic year.<br>
slide39. Indicator 3B: Participation Rate for Children with IEPs Historical Data and Targets<br>
slide40. Indicator 3B: Participation Rate for Children with IEPs: Reading FFY 2017 Assessment Data Groups: Reading FFY 2017 SPP/APR Data: Reading<br>
slide41. Indicator 3B: Participation Rate for Children with IEPs: Mathematics FFY 2017 Assessment Data Groups: Mathematics FFY 2017 SPP/APR Data: Mathematics<br>
slide42. Indicator 3C: Proficiency rate for children with IEPs against grade level, modified and alternate academic achievement standards. Proficiency rate percent = ([(# of children with IEPs scoring at or above proficient against grade level, modified and alternate academic achievement standards) divided by the (total # of children with IEPs who received a valid score and for whom a proficiency level was assigned, and, calculated separately for reading and math)]. The proficiency rate includes both children with IEPs enrolled for a full academic year and those not enrolled for a full academic year.<br>
slide43. Indicator 3C: Proficiency rate for children with IEPs against grade level, modified and alternate academic achievement standards. Historical Data and Targets<br>
slide44. Indicator 3C: Proficiency rate for children with IEPs against grade level, modified and alternate academic achievement standards. FFY 2017 Assessment Data Groups: Reading FFY 2017 SPP/APR Data: Reading<br>
slide45. Indicator 3C: Proficiency rate for children with IEPs against grade level, modified and alternate academic achievement standards. FFY 2017 Assessment Data Groups: Mathematics FFY 2017 SPP/APR Data: Mathematics<br>
slide46. Indicator 4: Suspension and Expulsion Results/compliance indicator: Rates of suspension and expulsion:
 
Percent of districts that have a significant discrepancy in the rate of suspensions and expulsions of greater than 10 days in a school year for children with IEPs; and

Percent of districts that have:
a significant discrepancy, by race or ethnicity, in the rate of suspensions and expulsions of greater than 10 days in a school year for children with IEPs; and
policies, procedures or practices that contribute to the significant discrepancy and do not comply with requirements relating to the development and implementation of IEPs, the use of positive behavioral interventions and supports, and procedural safeguards.

Note: This measurement is for all students in K-12.<br>
slide47. 4A: Suspension and Expulsion Measurement: Percent = [(# of districts that have a significant discrepancy in the rates of suspensions and expulsions for greater than 10 days in a school year of children with IEPs) divided by the (# of districts in the State)] times 100

Has the State Established a minimum n-size requirement? Yes No

The State may only include, in both the numerator and the denominator, districts that met the State-established n size. Report the number of districts excluded from the calculation as a result of the requirement. 221 (204 districts; 15 charter schools, and two outside of education state agencies)

This is a hybrid indicator.
Part I: Identify districts as having a significant discrepancy. Rate of students receiving out-of-school suspensions/expulsion totaling greater than 10 days.

Rate of special education – Rate of general education

If special education’s rate is 1.36 percentage points higher than general education’s rate then the district is identified as having a significant discrepancy.<br>
slide48. 4A: Suspension and Expulsion Part II: Compliance…If the district is identified as having a significant discrepancy they…
Must complete a review of their policies, procedures, and practices via the Special Education Disproportionality Self-Assessment tool
Submit the tool the their ADE Special Education Area Supervisor
District will receive notification of acceptance or non-acceptance of self-assessment content.<br>
slide49. Indicator 4A: Percent of districts that have a significant discrepancy in the rate of suspensions and expulsions of greater than 10 days in a school year for children with IEPs Historical Data and Targets FFY 2017 SPP/APR Data<br>
slide50. Trivia 7 There are 3.5 indicators that address disproportionality; What are the indicator numbers?
Indicators 4a, 4b, 9 and 10
Indicators 4a, 4b, 11 and 12
Indicators 3a, 3b, 9 and 10
Indicators 3, 4, 9 and 10<br>
slide51. Indicator 4B: Disproportionality in Suspension and Expulsion Compliance indicator: Rates of suspension and expulsion:

Percent of districts that have:
a significant discrepancy, by race or ethnicity, in the rate of suspensions and expulsions of greater than 10 days in a school year for children with IEPs; and
policies, procedures or practices that contribute to the significant discrepancy and do not comply with requirements relating to the development and implementation of IEPs, the use of positive behavioral interventions and supports, and procedural safeguards.

Has the State Established a minimum n-size requirement? Yes No

The State may only include, in both the numerator and the denominator, districts that met the State-established n size. Report the number of districts excluded from the calculation as a result of the requirement. 0<br>
slide52. Indicator 4B: Disproportionality in Suspension and Expulsion Measurement:
Special Education by race the rate of student with IEPs suspended/ expelled for greater than 10 days

General Education overall: the rate of general education students suspended suspended/expelled for greater than 10 days (not by race)

Rate = Special education rate for Hispanic - General education rate for all races

If the special education rate 4 percentage points higher than general education for a particular race then the district is identified as having a significant discrepancy in discipline for that race.<br>
slide53. Indicator 4B: Disproportionality in Suspension and Expulsion Historical Data and Targets FFY 2017 SPP/APR Data<br>
slide54. Indicator 5: Education Environments (Children 6-21) Result Indicator: Percent of children with IEPs aged 6 through 21 served:
Inside the regular class 80% or more of the day;
Percent = [(# of children with IEPs served inside the regular class 80% or more of the day) divided by the (total # of students aged 6 through 21 with IEPs)] times 100.
Inside the regular class less than 40% of the day; and
Percent = [(# of children with IEPs served inside the regular class less than 40% of the day) divided by the (total # of students aged 6 through 21 with IEPs)] times 100.
In separate schools, residential facilities, or homebound/hospital placements. (20 U.S.C. 1416(a)(3)(A))
Percent = [(# of children with IEPs served in separate schools, residential facilities, or homebound/hospital placements) divided by the (total # of students aged 6 through 21 with IEPs)] times 100.<br>
slide55. Historical Data and Targets Indicator 5: Education Environments (Children 6-21)<br>
slide56. FFY 2013 SPP/APR Data Indicator 5: Education Environments (Children 6-21)<br>
slide57. Trivia 8 The APR requires a review of Policies, Procedures, and Practices (P3) if an identified LEA has too many students in an educational setting.

A. False
B. True<br>
slide58. Indicator 6: Preschool Environments Results indicator: Percent of children aged 3 through 5 with IEPs attending a:
 
Regular early childhood program and receiving the majority of special education and related services in the regular early childhood program; and
Separate special education class, separate school or residential facility. (20 U.S.C. 1416(a)(3)(A))<br>
slide59. Indicator 6: Preschool Environments<br>
slide60. Indicator 6: Preschool Environments Historical Data and Targets<br>
slide61. Indicator 6: Preschool Environments FFY 2017 SPP/APR Data<br>
slide62. Trivia 9 What indicators use data collected in the referral tracking module?
Indicators 1, 2, and 11
Indicators 11 and 12
Indicators 5 and 6
Indicators 3, 4, 5, and 9<br>
slide63. Indicator 7: Preschool Outcomes Results indicator: Percent of preschool children aged 3 through 5 with IEPs who demonstrate improved:

Positive social-emotional skills (including social relationships);
Acquisition and use of knowledge and skills (including early language/ communication and early literacy); and
Use of appropriate behaviors to meet their needs.<br>
slide64. Indicator 7: Preschool Outcomes<br>
slide65. Indicator 7: Preschool Outcomes Historical Data and Targets<br>
slide66. Indicator 7: Preschool Outcomes Historical Data and Targets (continued)<br>
slide67. Indicator 7: Preschool Outcomes FFY 2017 SPP/APR Data<br>
slide68. Indicator 7: Preschool Outcomes FFY 2017 SPP/APR Data<br>
slide69. Indicator 7: Preschool Outcomes FFY 2017 SPP/APR Data<br>
slide70. Indicator 8: Parent Involvement Results Indicator: Percent of parents with a child receiving special education services who report that schools facilitated parent involvement as a means of improving services and results for children with disabilities.

Do you use a separate data collection methodology for preschool children? Yes
 
Will you be providing the data for preschool children separately? Yes<br>
slide71. Indicator 8: Parent Involvement Historical Data and Targets<br>
slide72. Indicator 8: Parent Involvement FFY 2017 SPP/APR Data Also required to determine if the survey responses are representative of child count by race and disability by race

For information on completing and submitting family surveys check out the February IDEA Data & Research Newsletter at https://arksped.k12.ar.us/DataAndResearch/NewsletterArchives.html

Join the newsletter notification
listserve@https://lists.ualr.edu/scripts/wa?SUBED1=idea&A=1<br>
slide73. Trivia 10 What two indicators require an analysis of representativeness?
Indicators 1 and 2
Indicators 9 and 13
Indicators 8, 9, and 14
Indicators 8 and 14<br>
slide74. Indicator 9: Disproportionate Representation Compliance indicator: Percent of districts with disproportionate representation of racial and ethnic groups in special education and related services that is the result of inappropriate identification.

This indicator has two components: Identification and Clearance via a review of policies, procedures, and practices.<br>
slide75. Indicator 9: Disproportionate Representation How you get identified for Over-Representation

A risk ratio methodology was used to determine if a district has disproportionate representation. District enrollment and special education child count data were examined and the special education child count was adjusted according to the following criteria.
 
Students receiving services in a private residential treatment program, correctional facility, or parentally placed in a private school are removed from the child count.

No adjustments are made to enrollment since 99% of these students are coded as a resident “X” and are not included in the October 1 enrollment.<br>
slide76. Indicator 9: Disproportionate Representation How you get identified? (cont)

Risk ratios are ran with using the following criteria.
Cell size => 5 (numerator)
N size is => 15 (denominator)
Risk ratio threshold is > 3
If the comparison group does not meet the cell or N size then the LEA is compared to the state. This is called an alternate risk ratio.<br>
slide77. Historical Data and Targets Indicator 9: Disproportionate Representation FFY 2017 SPP/APR Data<br>
slide78. Indicator 10: Disproportionate Representation in Specific Disability Categories Compliance indicator: Percent of districts with disproportionate representation of racial and ethnic groups in specific disability categories that is the result of inappropriate identification. This indicator has two components: Identification and Clearance via a review of policies, procedures, and practices.<br>
slide79. Indicator 10: Disproportionate Representation in Specific Disability Categories How you get identified for Over-Representation

There are six disability categories that must be examined under Indicator 10: Autism, Emotional Disturbance, Intellectual Disability, Other Health Impairments, Specific Learning Disabilities, and Speech Language Impairment. A risk ratio methodology was used to determine if a district had disproportionate representation within the six disabilities. However, the special education child count data were examined and adjusted according to the following criteria.
 
Students receiving services in a private residential treatment program, correctional facility, or parentally placed in a private school are removed from the child count.

No adjustments are made to enrollment since 99% of these students are coded as a resident “X” and are not included in the October 1 enrollment.<br>
slide80. Historical Data and Targets Indicator 10: Disproportionate Representation in Specific Disability Categories FFY 2017 SPP/APR Data<br>
slide81. Trivia 11 What are the two types of indicators in the APR?
School age and Early Childhood
Results and Compliance
Big and Little
Instrumental and Functional<br>
slide82. Indicator 11: Child Find Compliance indicator: Percent of children who were evaluated within 60 days of receiving parental consent for initial evaluation or, if the State establishes a timeframe within which the evaluation must be conducted, within that timeframe.

Data Source: Referral Tracking<br>
slide83. Indicator 11: Child Find # of children for whom parental consent to evaluate was received.
# of children whose evaluations were completed within 60 days (or State-established timeline).
Account for children included in (a), but not included in (b). Indicate the range of days beyond the timeline when the evaluation was completed and any reasons for the delays.
Percent = [(b) divided by (a)] times 100.<br>
slide84. Historical Data and Targets Indicator 11: Child Find FFY 2017 SPP/APR Data<br>
slide85. Indicator 12: Early Childhood Transition Compliance indicator: Percent of children referred by Part C prior to age 3, who are found eligible for Part B, and who have an IEP developed and implemented by their third birthdays.

Data Source: Referral Tracking<br>
slide86. Trivia 12 The measurement for Indicator 11 states, children are to be evaluated within 60 days of receiving parental consent for initial evaluation or, if the State establishes a timeframe within which the evaluation must be conducted within that timeframe.

What is Arkansas’s established timeline?<br>
slide87. Historical Data and Targets Indicator 12: Early Childhood Transition<br>
slide88. Indicator 12: Early Childhood Transition FFY 2017 SPP/APR Data<br>
slide89. Indicator 13: Secondary Transition Compliance indicator: Percent of youth with IEPs aged 16 and above with an IEP that includes appropriate measurable postsecondary goals that are annually updated and based upon an age appropriate transition assessment, transition services, including courses of study, that will reasonably enable the student to meet those postsecondary goals, and annual IEP goals related to the student’s transition services needs. There also must be evidence that the student was invited to the IEP Team meeting where transition services are to be discussed and evidence that, if appropriate, a representative of any participating agency was invited to the IEP Team meeting with the prior consent of the parent or student who has reached the age of majority.<br>
slide90. Indicator 13: Secondary Transition Historical Data and Targets FFY 2013 SPP/APR Data<br>
slide91. Indicator 14: Post-school Outcomes Results indicator: Percent of youth who are no longer in secondary school, had IEPs in effect at the time they left school, and were:

Enrolled in higher education within one year of leaving high school.

Enrolled in higher education or competitively employed within one year of leaving high school.

Enrolled in higher education or in some other postsecondary education or training program; or competitively employed or in some other employment within one year of leaving high school.<br>
slide92. Indicator 14: Post-school Outcomes Measurement:
Percent enrolled in higher education = [(# of youth who are no longer in secondary school, had IEPs in effect at the time they left school and were enrolled in higher education within one year of leaving high school) divided by the (# of respondent youth who are no longer in secondary school and had IEPs in effect at the time they left school)] times 100.
Percent enrolled in higher education or competitively employed within one year of leaving high school = [(# of youth who are no longer in secondary school, had IEPs in effect at the time they left school and were enrolled in higher education or competitively employed within one year of leaving high school) divided by the (# of respondent youth who are no longer in secondary school and had IEPs in effect at the time they left school)] times 100.
Percent enrolled in higher education, or in some other postsecondary education or training program; or competitively employed or in some other employment = [(# of youth who are no longer in secondary school, had IEPs in effect at the time they left school and were enrolled in higher education, or in some other postsecondary education or training program; or competitively employed or in some other employment) divided by the (# of respondent youth who are no longer in secondary school and had IEPs in effect at the time they left school)] times 100.<br>
slide93. Indicator 14: Post-school Outcomes Data Collection: A dual collection of phone survey and administrative databases.
Phone survey is contracted with LifeTrack Services, Inc.
Administrative data was provided by the Arkansas Department of Higher Education, Arkansas Department of Workforce Services, Arkansas Vocational Rehabilitation
The administrative data process is conducted by the Division of Research and Technology at the ADE.<br>
slide94. Trivia 13 What indicator does the school district have zero responsibility in the data collection process?
Indicator 12
Indicator 13
Indicator 14
Indicator 1<br>
slide95. Indicator 14: Post-school Outcomes Historical Data Targets<br>
slide96. Indicator 14: Post-school Outcomes FFY 2017 SPP/APR Data<br>
slide97. Timely and Accurate Reporting Includes:
Cycle 4 Data:
Child Count
Educational Environment
Personnel
Cycle 7:
School Age Exits
EC Exits/Kindergarten Conference
EC Outcomes
Referral Tracking
Discipline
CCEIS/CEIS Compliance Indicator: District submitted required data elements on or before due dates; made revisions within the allotted review periods; . Finance
Monitoring
Dispute Resolution
APR response table
CCEIS/CEIS required documentation<br>
slide98. Who won!<br>
slide99. UPDATE ON CCEIS IMPLEMENTATION DATA Talk Season 2 Episode 5:
2020 Key Dates for Significant Disproportionality
This provides an overview of changes that will be implemented in Fall 2019.
https://www.youtube.com/watch?v=VnQ_bg4A0XA&feature=youtu.be<br>
slide100. UPDATE ON CCEIS IMPLEMENTATION Identification will take place in the FALL – Late November early December notifications will be sent to districts
ALL data sets will be from three complete years.
2018-19
2017-18
2016-17<br>
slide101. UPDATE ON CCEIS IMPLEMENTATION Districts identified for 2019-20 in the areas of Identification (overall), disability category or LRE will be identified in 2020-21.

We will be incorporating the 2018/19 discipline data into the analysis; therefore, districts identified for significant disproportionality in discipline could possibly come off identification and new ones could show up.<br>
slide102. UPDATE ON CCEIS IMPLEMENTATION Identification will take place in the FALL – Late November early December notifications will be sent to districts.

ALL required documentation will be due March 31, 2020
Root Cause Analysis
Success Gap Rubric
Student level worksheets
Self-Assessment
CCEIS/CEIS Application/projected budget
Budget narrative and justification<br>
slide103. UPDATE ON CCEIS IMPLEMENTATION Voluntary Districts can only serve school age students without disabilities.
All students served must be entered into eSchool in the CEIS Module in grades K-12.
Early to Mid-October we will open MySped Resource so you can actively track your students with disabilities and preschoolers being served.

Request for updates to eSchool has been made.<br>
slide104. UPDATE ON CCEIS IMPLEMENTATION Mandated Districts serving students with disabilities and/or preschool students.
eSchool currently only allows students without disabilities to be entered into the CEIS Module in grades K-12.
Early to Mid-October we will open MySped Resource CEIS application so you can actively track your students with disabilities and preschoolers being served. All non-disabled students (K-12) are tracked in eSchool

Request for changes in eSchool has been made.<br>
slide105. CCEIS QUESTIONS?<br>
slide106. EARLY CHILDHOOD VERIFICATION EC funding is migrating to the resident LEA.
Resident LEA in the EC Module/final data set from MySped Resource review determines the EC funding allocation per district.
Initially there was a request to have all EC data be submitted by the resident district
This meant that the Co-ops would not be responsible for data entry…the resident district would.
Requiring all LEAs (non-charters) to operate their own EC programs even if the Co-op was contracted to provided the services.<br>
slide107. EARLY CHILDHOOD VERIFICATION The Compromise
Using the Resident LEA field in the EC child count the resident district will have to verify the child’s physical address is in the resident district.
How will we get the physical address?
Physical address is in eSchool. If you have not been populating the field, go back and do so.
There is an EC Cognos Report to pull the physical address and it automatically exports to Excel.
EC Programs need to run and review the file prior to Cycle 4 to ensure the physical address is populated.<br>
slide108. EARLY CHILDHOOD VERIFICATION How is the physical address data to be submitted Special Education for MySped Resource

Scenario 1: Cycle 4.
The fields are pulled from eSchool with the EC Child Count.
A late request has been made to add it to this year’s Cycle 4 EC dataset; however, it may not happen until next year.
IT staff will prep it for review in January/February

Scenario 2: Data uploads via MySped Resource.
After Cycle 4 submission, Co-ops will run the Cognos report and upload the excel file via MySped Resource.
IT staff will prep it for review in January/February<br>
slide109. EARLY CHILDHOOD VERIFICATION This verification will be conducted between January 1 and February 15
A list of students and their physical address will be populated in to MySped Resource.
If there is a conflict in resident LEA, the district will need to coordinate with the EC provider LEA (Co-op or another district)
A signed superintendent certification form will have to be submitted denoting the information has been reviewed and corrections have been coordinated with the EC provider LEA.
We will be working out the MySped Resource verification screen and the certification form over the next couple of months.<br>
slide110. EC VERIFICATION QUESTIONS<br>
slide111. ALTERNATE ASSESSMENT FLAG Update the Alternate Assessment flag in the School Age Module immediately. The data will be pulled from TRIAND on August 23, 2019. So have all updates done by COB August 22, 2019.
The DLM Pre-ID file has to be uploaded by September 3, 2019

Please run the utility to ensure grade and assigned grade match and are correct.
Assigned grade is used for assessment testing grade; therefore, it is important to have it correct.
The tool is located in eSchool under administration utilities menu. You may need to have your eSchool administrator run the tool.
If a student is coded as EE, SM, or SS manually update the assigned grade.<br>
slide112. Alternate Pathway to Graduation Alternate Pathway to graduation begins this year with students in the 9th grade.
The Alternate Pathway flag is located on the SIS/MISC items screen in eSchool.
It is only to be used for high school students
The field is being pulled in cycles 2-7
This year, 9th grade students taking the alternate assessment has to have the field flagged.
Only students taking the alternate assessment in high school are eligible to participate in the alternate pathway to graduation. Currently just 9th graders.<br>
slide113. Thank You<br>